2. Created by The School District of Lee County, CSDC in conjunction with Cindy Harrison, Adams 12 Five Star Schools Health Cadre Cues, Questions & Advance Organizers

3. Participant Outcomes Participants will: Understand the purpose and importance of cues, questions, and advance organizers Identify ways to implement cues, questions, and advance organizers in the classroom Review examples of cues, questions, and advance organizers

5. Questions and Cues Discussion questions: What makes a good question? How do you currently use cues in your classroom?

6. Cues and Questions Heart of classroom practice Account for 80% of what occurs in a classroom on a given day Involve explicit reminders/hints about what students are about to experience Activate background knowledge Aid students in process of filling in missing information

7. Generalizations based on research: 1. Should focus on what is important not unusual. 2. Higher level questions produce deeper learning. 3. Increasing wait time increases depth of answers. 4. Questions are an effective tool even before a learning experience. Research and Theory about Questions and Cues

8. Generalization #1: Should focus on what is important, not unusual. Unusual may be interesting but can distract from what is important Generalization #2: Higher level questions produce deeper learning. Causes students to restructure info

9. Sample Lower Level Questioning Based on Bloom's Taxonomy, Developed and Expanded by John Maynard I. KNOWLEDGE (drawing out factual answers, testing recall and recognition) ex: symptoms of gonorrhea II. COMPREHENSION (translating, interpreting and extrapolating) ex: explain the difference between gonorrhea and syphilis III. APPLICATION (to situations that are new, unfamiliar or have a new slant for students) ex: If Suzie has Chlamydia and Jonnie has sex with Suzie, how soon would the symptoms appear.

10. Sample Higher Level Questioning IV. ANALYSIS (breaking down into parts, forms) ex: separate facts from the myths of STDs. V. SYNTHESIS (combining elements into a pattern not clearly there before) Ex: have a list of symptoms of viral and bacteria STDs and have the students match symptoms to the disease. VI. EVALUATION (according to some set of criteria, and state why) ex: Defend your opinion on unprotected sex.

11. Now You Practice… Think about a topic you teach. Write a question you could ask students that would engage the students in each of the 6 levels of Bloom’s taxonomy.

12. Webb’s Depth of Model Knowledge Sept 2004 DOE memo regarding Cognitive Classification of Test Items Dr. Norman Webb is a professor at the University of Wisconsin’s Center for Educational Research 3 levels of cognitive complexity – low, moderate, and high http://facstaff.wcer.wisc.edu/normw/

13. Research and Theory about Questions and Cues Generalization #3: Increasing wait time increases depth of answers. Should be several seconds Gives students more time to think Increases discussion and interaction Generalization #4: Questions are an effective tool even before a learning experience. Develops framework

14. APPLES AND ORANGES With a partner, compare and contrast apples and oranges

15. APPLES AND ORANGES Compare and contrast the health benefits of apples and oranges.

16. Recommendations for Classroom Practice on Questions and Cues a. Use Explicit Cues b. Ask Questions that Elicit Inferences c. Use Analytic Questions

17. Recommendations for Classroom Practice on Questions and Cues a. Use Explicit Cues Preview of what about to learn Activates prior knowledge Should be straightforward Examples:  Tell what lesson is about  Tell what standards/benchmarks will be covered

18. Recommendations for Classroom Practice on Questions and Cues b. Ask Questions that Elicit Inferences c. Use Analytic Questions

19. Two Categories of Questions Inferential Help students fill in gaps from a lesson, activity, reading Analytic Often require students to use prior knowledge in addition to new knowledge to analyze, critique information

20. Inferential Questions Answer is implied Read between the lines Student fills in gaps Use prior knowledge Use new knowledge

21. Inferential Questions Four categories: 1. Things and people 2. Actions 3. Events 4. States

22. 1. Things and People What particular taste, feel, smell, or sound do the apples and oranges have?

23. 2. Actions How did you feel after Alex finished her story about applesauce?

24. 3. Events What time of year or season did this take place?

25. 4. States/Emotions How did you feel emotionally when you got your apple?

26. Two Categories of Questions Inferential Help students fill in gaps from a lesson, activity, reading Analytic Often require students to use prior knowledge in addition to new knowledge to analyze, critique information

27. Analytic Questions Require students to analyze and critique the information Require them to use prior knowledge Require them to use new knowledge Designed around highly analytic thinking and reasoning skills Have more than one answer

28. Analytic Questions Three Skills: 1. Analyzing Errors 2. Constructing Support 3. Analyzing Perspectives

29. 1. Analyzing Errors If you assume “an apple a day keeps the doctor away”, how might this reasoning be misleading? Use your knowledge of the world to guide your thinking.

30. 2. Constructing Support You are a doctor. What is your argument about apples being healthy?

31. 3. Analyzing Perspectives If you could only choose one, an apple or an orange, which would you choose? What is your reasoning to support your answer?

32. Check Your Understanding Using the diagram included in your packet, with your table partners that shows similarities and differences between inferential and analytic questions.

33. Advance Organizers An Advance Organizer is an organizational framework teachers present to students prior to teaching new content to prepare them for what they are about to learn. Discussion question: When have you used advance organizers in your classroom?

34. When to use Advance Organizers Group projects Interactive lessons Lectures Homework assignments Class work assignments Other content area instructional activities Almost every activity in the general education and special education classroom

35. Generalizations based on research: 1. Should focus on what is important not unusual. 2. Higher level advance organizers produce deeper learning. 3. Most useful with information that is not well organized. 4. Different types produce different results. Research and Theory about Advance Organizers

36. Generalization #1: Should focus on what is important not unusual. Unusual may be interesting but can distract from what is important Generalization #2: Higher level advance organizers produce deeper learning. Causes students to restructure info

37. Research and Theory about Advance Organizers Generalization #3: Most useful with information that is not well organized. Organizes information within a learning structure Generalization #4: Different types produce different results. 4 Types

38. Recommendations for Classroom Practice on Advance Organizers Use all 4 types of advance organizers 1. Expository 2. Narrative 3. Skimming 4. Graphic Not the only types Advance organizers come in many formats

39. Expository Describes content Written or oral Can include text and/or pictures Helps see patterns Example: Neurons are nerve cells that transmit nerve signals to and from the brain at up to 200 mph. The neuron consists of a cell body (or soma) with branching dendrites (signal receivers) and a projection called an axon, which conduct the nerve signal. The axon, a long extension of a nerve cell, and take information away from the cell body. Myelin coats and insulates the axon increasing transmission speed along the axon. The cell body (soma) contains the neuron's nucleus (with DNA and typical nuclear organelles). Dendrites branch from the cell body and receive messages.

40. Narrative Story format Makes personal connections Makes seem familiar Example: “Charlie’s story”

41. Skimming Preview important information quickly by noting what stands out in headings and highlighted information Pre-reading questions or SQ3R (survey, question, read, recite, review) can be helpful before skimming Example: If you recall, we had you preview these packets before we began. This was an example of skimming that you can use in your classroom.

42. Graphic Organizers Type of nonlinguistic representation which visually represents what the students will learn Examples:

43. Graphic Organizers-More Examples Find words that rhyme: Inverted Triangle (going from general to specific):

44. Graphic Organizer Activity As a group, complete a web on the facts of STDs. STD